Abstract
The large language model (LLM) ChatGPT made headlines in educational settings with its launch in November 2022. Since then, ChatGPT has been central in debates on how Artificial Intelligence (AI) is used in the learning ecosystem of Higher Education. This study contributes to these debates by exploring lecturers' perceptions of using ChatGPT to promote students’ 21st century skills (i.e., collaboration, critical thinking, communication, and creativity) at a Private Higher Educational Institution (PHEI) in South Africa. This study contributes to the limited empirical work on using ChatGPT to develop 21st-century skills among students. 21st century skills are deemed necessary for a favourable transition into work but graduates often lack these fundamental skills. With the introduction of ChatGPT into our everyday lives this study explores how lecturers use the tool to develop 21st century skills in their pedagogical practice. Following a qualitative research approach and conducting semi-structured interviews with six lecturers at a PHEI the main findings relate to: Ambiguity regarding the conceptualisation of 21st century skills among lecturers and ChatGPT emerging as a form of “edutainment” in their lecturing practice. Lecturers also promoted the “responsible” use of ChatGPT to develop 21st century skills development among students. In addition, there is a need for a shift in pedagogical practice among lecturers to develop 21st century skills among students. The study is underpinned by Roger’s (2003) Diffusion of Innovation Theory and Mishra and Koehler’s (2006) Technology, Pedagogy and Content Knowledge model. Recommendations include formal lecturer training in PHEI on 21st century skills development and how to develop specific tasks using ChatGPT to develop these skills. In addition to this, lecturers should be provided with the academic freedom to experiment with the use of ChatGPT in their pedagogical practice.